Table 1.

Access to Remote Learning Technologies by Student Characteristics.

	Sample	Computer				Computer &
	Size	or Tablet	Internet	TV	Radio	Internet	p-value
Full Sample	1552	0.65	0.74	0.92	0.59	0.59
Males	710	0.65	0.75	0.93	0.62	0.60	0.568
Females	842	0.65	0.73	0.91	0.56	0.58	0.568
Grade 10	545	0.66	0.77	0.93	0.61	0.62	0.072
Grade 11	595	0.60	0.70	0.91	0.56	0.54	0.002
Grade 12	412	0.71	0.77	0.92	0.60	0.62	0.127
Lowest Wealth Quartile	375	0.49	0.57	0.85	0.50	0.39	0.000
Highest Wealth Quartile	405	0.78	0.87	0.97	0.69	0.75	0.000
Mother's Education:high school or less	693	0.53	0.63	0.90	0.57	0.47	0.000
Mother's education:beyond high school	859	0.75	0.82	0.94	0.60	0.69	0.000
Mestizo or White	1306	0.67	0.76	0.93	0.60	0.62	0.000
Indigenous or Other	246	0.52	0.61	0.85	0.53	0.44	0.000
Pichincha	1066	0.71	0.79	0.95	0.67	0.66	0.000
Napo or Orellana	486	0.51	0.62	0.86	0.41	0.44	0.000

Notes: Columns 2–6 show the proportion of students in a category who have the respective remote learning technology. Column 7 shows the p-value for testing the mean of computer and internet access for a group is equal to everyone not in this group. Pichincha is the more urban province, and Napo and Orellana the more rural provinces.